Universal Design for Learning
is a set of principles for curriculum development that give all individuals equal opportunities to learn.
UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.
Why is UDL necessary?
Individuals bring a huge variety of skills, needs, and interests to learning. Neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints. Three primary brain networks come into play:
The principles of universal design are listed below along with an example of the universal design of instruction (UDI) for each:
Equitable Use. The design is useful and marketable to people with diverse abilities. For example, a professor's website that is designed so that it is accessible to everyone, including students who are blind and using text-to-speech software, employs this principle.
Flexibility in Use. The design accommodates a wide range of individual preferences and abilities. An example is a museum, visited as a field trip for a course, that allows a visitor to choose to read or listen to the description of the contents of a display case.
Simple and Intuitive. Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level. Science lab equipment with control buttons that are clear and intuitive is an example of an application of this principle.
Perceptible Information. The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities. An example of this principle being employed is when multimedia projected in a course includes captions.
Tolerance for Error. The design minimizes hazards and the adverse consequences of accidental or unintended actions. An example of a product applying this principle is educational software that provides guidance and background information when the student makes an inappropriate selection.
Low Physical Effort. The design can be used efficiently and comfortably, and with a minimum of fatigue. Doors to a lecture hall that open automatically for people with a wide variety of physical characteristics demonstrate the application of this principle.
Size and Space for Approach and Use. Appropriate size and space is provided for approach, reach, manipulation, and use regardless of the user's body size, posture, or mobility. A flexible science lab work area designed for use by students who are left- or right-handed and with diverse physical characteristics and abilities is an example of employing this principle.
What is Universal Design for Learning?
Universal Design for Learning
is a set of principles for curriculum development that give all individuals equal opportunities to learn.
UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.
Why is UDL necessary?
Individuals bring a huge variety of skills, needs, and interests to learning. Neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints. Three primary brain networks come into play:Equitable Use. The design is useful and marketable to people with diverse abilities. For example, a professor's website that is designed so that it is accessible to everyone, including students who are blind and using text-to-speech software, employs this principle.
Flexibility in Use. The design accommodates a wide range of individual preferences and abilities. An example is a museum, visited as a field trip for a course, that allows a visitor to choose to read or listen to the description of the contents of a display case.
Simple and Intuitive. Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level. Science lab equipment with control buttons that are clear and intuitive is an example of an application of this principle.
Perceptible Information. The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities. An example of this principle being employed is when multimedia projected in a course includes captions.
Tolerance for Error. The design minimizes hazards and the adverse consequences of accidental or unintended actions. An example of a product applying this principle is educational software that provides guidance and background information when the student makes an inappropriate selection.
Low Physical Effort. The design can be used efficiently and comfortably, and with a minimum of fatigue. Doors to a lecture hall that open automatically for people with a wide variety of physical characteristics demonstrate the application of this principle.
Size and Space for Approach and Use. Appropriate size and space is provided for approach, reach, manipulation, and use regardless of the user's body size, posture, or mobility. A flexible science lab work area designed for use by students who are left- or right-handed and with diverse physical characteristics and abilities is an example of employing this principle.
UDL: creating a learning environment:
UDL guidelines checklist:
Websites for UDL
http://www.cast.org/udl/index.html
http://udlguidelines.wordpress.com/
http://anitas.edublogs.org/